Essays
When we think about multi-tasking, we often see ourselves as capable of handling multiple important tasks at once. Studies show that this is not the case. We are merely able to shift attention from one task to another. The findings from various studies show that multitasking is a foreboding task that normally leads to sub-par work. However, there are many ways to manage time and activity in a way that is most productive for your immediate and future goals.
In the article “Studies on Multitasking Highlight Value of Self-Control,” by Education Week staff writer, Sarah Sparks, she points out if one is able to control his self focus, he will be able to better work and remember information better. A term called “partial attention” kept popping up which was described as not giving your undivided attention to an event or task. Those who focused only that partial attention on important tasks were not able to concentrate on anything deeply and were more distracted than those who could provide full attention to subject matter (Sparks). Another topic was brain reaction time. A comparison was provided which stated drivers that have grown up with the technological distractions of our time, would go to further lengths to finish a task while not focusing on the more important task at hand. In the late 1960s and 70s, an experiment dubbed the marshmallow test was ran by professors from Stanford University. In the article, they made a comparison of this test to a more recent experiment by Dr. Rosen from California State University which tested the memories of 185 students by showing them a video while being exposed to a distraction, in this case, text messages. They found students who were able to refrain from texting back immediately scored worse on the test than those who were able to use self-control to focus on the more immediate and important task. The writer, in closing, summarized that students growing up in this era will have to learn a way to multi-task because it is “intricately woven” into society as a whole now. We’ve all had experiences with multi-tasking, and it is important to remember that nobody can be perfect, but it is important for us to try to manage our time wisely.
In order to explain the way multitasking plays a role in every student’s life, my class was assigned a freewrite in which we would explain how multitasking has affected our lives, benevolent or not: As I sit here in the TNCC library, I might look as though I’m heavily invested in the paper I’m writing. The truth, though, is that my brain could not be in more places at the moment, even if I tried. I’m currently trying a new streaming station based on the song, “All Through the Night” by Emancipator, an exceptional artist who uses ethereal sounds and acoustic instruments to produce an instrumental experience I can only compare to being on vacation in whatever setting your heart could desire. At the moment, I’m also compiling research about Paulo Coelho, one of the great thinkers and liberal writers of our time. He said “The world is changed by your example, not by your opinion.” I’m thinking of ways I’ve used this in my life. I’m also thinking of the ways the contrary is proven heavily in today’s society. I have to be in biology in about an hour, so I’m also trying not to freak out about the grade I probably received on the test my class took on Tuesday. Who knew that photosynthesis and cellular respiration was such an involved task? Just kidding. Everything in that class is more than I care to handle. I’ve never been good at memorizing facts. I’ve always been the creative type, more keen to establishing my own ideas and letting go of mere statistics and cursory facts. As I think about how often we as humans multi-task in our day to day lives, it leads me to a bridge I’ve subconsciously been trying to cross for what seems like years now. If I were to just put down my phone or delete the instantly stimulating applications like facebook and twitter, how much more could I experience in the real world? When we think about time management, there are certain tools we can use to help us perform better and reach our goals more promptly than before.
Using time management skills properly is an important tool for college students, and for successful people in general. In Steve Mueller’s blog, titled, “Stephen Covey’s Time Management Matrix Explained” Mueller extrapolates from Stephen Covey’s idea that time and activities can be organized by using a four quadrant matrix that separates activities by their importance and their urgency. These two may seem ideologically the same, but, actually, they are quite different. Mueller explains that activities which are important are actually contributing to one’s personal goals; whether those goals will further their career goals or their personal ones. Urgency is described as requiring immediate attention or things that will help meet others’ goals.
Using these factors in the four quadrant matrix mentioned above, one can make a chart dividing their time and energy to meet all goals they have. According to Mueller the first quadrant is marked as the urgent/important quadrant. This section is for anything that is highly urgent, or for important deadlines. Things like, a business report or a term paper for biology class could be found in quadrant one. The second quadrant mentioned is known as the Not Urgent/Important quadrant. This is mostly for your own long-term development and career goals. Things like getting a degree could be found in this quadrant. The third quadrant known as the Not Important/Urgent quadrant can be filled with high urgency distractions. Things like a work meeting you are required to attend could be found in the third quadrant. The fourth quadrant is the Not Important/Not Urgent quadrant. These are things like your cell phone, or the TV. These harvest little productivity, but sources apart from Mueller have been known to say that a balance must be achieved in order to maximize your satisfaction with life.
When it comes to applying the matrix to one’s daily life, Mueller offers some tips to help get the most out of the time you spend in a day trying to reach personal goals and goals that are required by outside sources. He says that with adequate planning, most quadrant 1 activities could be moved to quadrant 2. This goes to say that by allowing the time to get the work done, one can save themselves from the anxiety that comes with most quadrant 1 activities. Another way to use the matrix is to identify immediately the things that require immediate attention, and allowing the time to get them done without much stress (Mueller).
Using the table, over time, you will notice an increase in your confidence that you are reaching all of your goals. An important part of this lesson is being able to distinguish between urgent tasks and important ones. Using the Urgent-Important matrix first refined by Dwight D. Eisenhower and expanded by Stephen Covey, one should be able to maximize their efforts and the time spent on those efforts.
In closing, time management can be the most useful when effecting tools like Covey’s Time Management Matrix (Covey). When we allot our time to completing tasks in order of urgency and importance we are able to lead more productive lives while feeling less anxious about deadlines and necessary tasks. On the other end of the spectrum, multitasking is a way that we spend our time trying to accomplish many tasks at once. This is not a very effective means of getting work done, though. It’s important to try to find balance in our lives to not only meet our strict career deadlines, but our personal goals as well.
Works Cited
Meuller, Steve. "Stephen Covey's Time Management Matrix Explained." Planet of Success. N.p., 09 Oct. 2015. Web. 23 Mar. 2016.
Sparks, Sarah. "Studies on Multitasking Highlight Value of Self-Control." Education Week. N.p., 15 May 2012. Web. 23 Mar. 2016.
Grammar is an important aspect of writing, and of professional life. In an article by Susan Adams, she makes several good points as to the why it is important and how it can be used to boost your image. In this new modern age where things are instantly tangible, grammar has seemed to fall to the wayside to leave more room for more important factors (Adams). Adams says that younger generations fall prey to more grammar faux pas than other older working people. In another part of the article she says “language is constantly changing…”(Adams). Language is an evolving artform, and usually takes up changes from informal scenarios. With the internet being the fastest growing and most efficient way to communicate, it’s no wonder that grammar mishaps that would’ve been unacceptable 20 years ago, are commonplace now. It is important though, to retain the knowledge you might’ve learned in grade school to exemplify your competence. The use of good grammar in the workplace truly does influence how intelligent and thoughtful one seems to coworkers. In another article by the business mogul Kyle Wiens, he gives reasons he won’t hire people with bad grammar. He establishes that grammar is credibility. Because his companies revolve around writing, even if on the internet, all employees must take a grammar competency test to make it through the door. He points out that in his business model, words are all an employee has. Those who make less grammar mistakes, will be less likely to make mistakes in other places (Weins).
According to the occupational outlook handbook, there are many ways that a songwriter will have to communicate professionally. In the songwriting field, no education is mandated, but it does seem that one would need to be able to write and read proficiently in order to do the work they need to do. In the profession, an aspiring songwriter would need to be able to read critically in order to come up with the best lyrics for songs, and to read contracts to make sure I won’t be getting taken advantage of. I do not believe any special equipment will be required as long as I’m doing what I want, but I will most likely use a pen and paper then transpose the words to a computer. As far as writing goes, I believe I’ll need the skill to write professional emails and to keep correspondences with people. I know that I’ll have to write the songs, or work with other writers to complete songs. My hope is that the general public at large will hear my writing, but before that, I’m sure artists, agents and producers will want to read them before they’re sung.
In the way of grammar and editing, I will remain as grammatically efficient and correct as I can. It is a moral principle I’ve held all my life. As far as speaking and listening goes, I’m sure that I will do more of that than anything else, so I will always put my best foot forward making small talk with anyone I meet, and when talking to agents of my personal success.
Since starting this class, I’ve learned a lot of skills that have helped me get by effectively and have enhanced my reading and writing skills. When we first started, we learned about the cornell style of taking notes. This has helped me to get a better idea of the subject we might be writing about. I’ve used them countless times outside of this class to summarize a chapter in biology. The way it helps me is that I’m able to remember the most important points of a lesson, and in my own words, I’m able to understand and, in my own words, explain a chapter. Other communication skills I’ve been able to grasp are the importance of proper punctuation. Without it, sentences jumble and words fumble to form a coherent phrase. Learning about the right times to use commas and semicolons has helped instill more variety in my own writing. I’ve enjoyed learning about it, as well, because I feel as though my personal style has developed well since starting the class. In the future, I do feel as though revising and editing will be the bane of my problems. Because I am a little hyperactive, it’s hard for me sometimes to focus on small writing and to point out errors that I have made. All in all, I do feel as though I have a ways to go to become a scholastic novelist, but in terms of communicating adequately and professionally, I think I am able to hold my own.
Works Cited
Adams, Susan. "Why Grammar Counts at Work." Forbes. Forbes Magazine, 20 July 2012. Web. 13 Apr. 2016. <http://www.forbes.com/sites/susanadams/2012/07/20/why-grammar-counts-at-work/#71a821ff4431>.
Wiens, Kyle. "I Won't Hire People Who Use Poor Grammar. Here's Why." Harvard Business Review. Harvard Business Review, 20 July 2012. Web. 13 Apr. 2016. <https://hbr.org/2012/07/i-wont-hire-people-who-use-poo>.
Time Management: Organizing Our Lives
Using tools to help us overcome anxiety
When a person thinks about the way they learn, they might feel that they are unique or different. Unfortunately, we are not snowflakes, and we all learn the same basic way. However, people do respond better to different stimuli. The brain is a great machine that can store vast amounts of knowledge. Tapping into that ability, though, is something most people don’t know how to do. Through research and personal experience examples, we can learn how the human brain forms synaptic connections, and how to properly use the Natural Human Learning Process to begin or expand our knowledge of any particular subject. Using this knowledge, we are able to understand how and why our emotions affect how one can learn and perceive knowledge.
The NHLP, as defined by Rita Smilkstein in her book We’re Born to Learn: Using the Brain’s Natural Process to Create Today’s Curriculum is the Natural Human Learning Process. This examines the way a person is able to learn material by looking inside the skull, and behind the scenes to develop an interest in and later a skill in any given field. “...The brain learns by constructing knowledge through sequential stages” (Smilkstein). The first step in the process is motivation. Smilkstein defines motivation as “ watching, observing, having a need or an interest in learning a particular skill or concept, being curious” (Smilkstein, Chapter 2).
Motivation is important to the learning process as it is what drives a person to learn a new subject on their own terms. When a person receives the very first push to learn about a new about a new subject or skill, it is motivating them to expand their own brain’s growth. The second step is known as Beginning Practice. This is where the person first starts to experiment with the topic, and learn the “do’s” and “don’ts” of the trade. Formally, it is described as “practicing, practicing, practicing; trying and making mistakes; learning from mistakes; asking questions; consulting others; understanding the basics; making mistakes; taking lessons; achieving some success”(Smilkstein). The third step in the process is known as Advanced Practice. After the person develops the basics of a skill, they will continue to practice more aggressively and more specifically. In her book, Rita Smilkstein describes Advanced Practice as “practicing, practicing, practicing; more trying and more mistakes; more learning from mistakes; gaining some control; reading; becoming encouraged; experimenting; trying new ways; getting positive feedback; enjoying the learning; taking more lessons; getting feedback; gaining more confidence; achieving more success; beginning to share skill with others”(Smilkstein, Chapter 2). This is at the cusp of mastery, and only a few more steps follow.
Skillfulness is the next part of the process where the person develops their own personal tastes and is able to affect them properly using all of the tips and tricks they’ve learned through the prior steps. Rita defines this part of the process as “more practicing, doing it one's own way, feeling good about oneself, receiving positive reinforcement, sharing knowledge with other, achieving more success, increasing in self-confidence”(Smilkstein). The next step, or refinement, is the penultimate step in the NHLP. This is known as “ learning new methods, skill becoming second nature, continuing to develop skill, becoming different from anyone else, becoming creative, gaining independence, receiving validation from others, forming habits, teaching others”(Natural). This is where the person learning a skill truly becomes comfortable with their skill and is able to contribute more to the world in context of their skill and even help others learning the same skill. The very last step, the most elusive one, is mastery. Mastery can be more than just simply mastering skill. Here, the person will be able to create their own ideas and rely on their personal knowledge to perform at a higher level than most.
In We’re Born to Learn, the author describes mastery as “taking on greater challenges, teaching, continuing to improve or else dropping the skill, going to higher levels that feed other interests, getting better and better”(Smilkstein). Using your brain as an instrument is what separates humans from other creatures in the primate genus. Through this process, humans can learn about and master any given topic. The NHLP can be used with any skill because it is a biological process and every human possesses the ability to use this process to learn and do anything.
We as humans can find ourselves using the natural human learning process repeatedly at many stages of our lives. Personally, I was able to personify the NHLP most effectively in teaching myself guitar. When I was about 16 years old, I picked up a guitar for the first time after seeing my dad and my friends play so sweetly. This was my motivation to learn how to play it. After I decided that I would learn, I started practicing the very basics of the craft relying heavily on lessons from my dad and the internet. This was my beginning practice because I was just starting out learning. After I got comfortable with all the basic structures and minor pain playing them caused my hands, I was able to learn more and more and to do better and better. This was my advanced practice.
When I started learning more about playing, I began to create my own music and my band really seemed to enjoy it. So much so, we used a few songs that I wrote as material for sets we would play out in public. This was my variety of skillfulness. I continued to practice and practice to get better at different styles and become a versatile player. Still using the internet to learn different songs and different tips and tricks, I was refining my skill as a guitar player. I have yet to achieve any sort of mastery, but with continued work and practice at it, I’m sure one day I’ll be able to consider myself fluent and able to play any type of guitar I am asked to. In this time span, I have been able to work thoroughly through the six steps of the NHLP teaching myself guitar and making specific connections that will last a lifetime. As long as we know that learning is a natural and biological process, anything is possible. The human brain might be the most complex and interesting organ found on planet Earth.
A brain cell is comprised of a few different key parts, that can be very closely related to a tree. Working from the proverbial bottom, a neuron, or brain cell, looks exactly like a tree, and even functions similarly to its relative part. The axon terminal bulbs are the root system of our tree as it is the part of the cell that digs to find other cells for nourishment. The cell body of our neuron, the soma, is closely related to the root or stump of a tree. It is from the soma that the rest of the brain cell grows. Next, the axon, would be the core of our neuronal tree. The axon grows and branches off into other parts, so it’s simple to understand how this piece is relatable to the tree. The outer layer of our brain cell, the myelin sheath, protects the axon from harm, and for this, it can be seen as the bark for our neuron. Without the bark on the outside of a tree, it is destined to die. The axon, just like the core of a tree, is fragile without the absolute protection that bark can provide. Just like a tree, the neuron branches out from the axon in to dendrites. These dendrites are long branch like protrusions that send and receive electrochemical messages from the axon terminal bulbs. The axon terminal bulb sends hormones across the synaptic gap between the bulb and dendrite. Along the very tip of the dendrite are receptors that pick up new information and solidify the connections made when a person is exposed to stimuli (Smilkstein, Chapter 3).
There are many active parts of neurons as people are gathering information and storing it. All of these parts stemming from the soma are important, but the mediator between two and more neurons is the most important. In another comparison to trees, neurotransmitters can be looked at like rainfall on the axon terminal bulbs. Neurotransmitters are the hormones which react to stimulus. In between the dendrite node, and the axon bulb is a small space where the most important work for learning takes place. Synaptic firing is the technical term for the “rainfall” we see between the ATB and the dendrite node. When a human is exposed to stimuli, (which can be a range of different experiences) these hormones, scientifically referred to as neurotransmitters are released from the axon. As these fall, the receptors on the very end of the dendrite node pick them up and read them. This synaptic firing is the basis and root cause of animal knowledge and memory. As we are learning about any given topic, this electrochemical process is taking place on a massive scale. Thousands of these neurotransmitters are falling on even more thousands of dendrite nodes. This large scale synaptic process creates and locks in neural networks. Neural networks are a term used to describe the specific brain cells used to house specific information. In the human brain, specific clusters of neurons make up these neural networks which can consist of many thousands of dendrites. These specific dendrites make connections using specific synapses and eventually specific networks of neurons. The brain’s parts work together in such harmony allowing humans to be able to grasp complex topics, and create connections from those topics to other topics. Using electrochemical processes, humans can store and then recall information they’ve learned over time.
As these electrochemical processes take place, another factor can influence the brain and it’s ability to store information. Emotions have a unique effect during synaptic firing. Different thoughts and situations dictate how we respond to certain stimuli. The human brain is equipped with an instinctive tool, usually referred to, as “the fight or flight” response. This is when a person is exposed to a stressful situation and has to make a quick decision about how to react. Stress plays a major role in synaptic firing. The stressor causes the hormone, adrenaline to send hormones like norepinephrine directly to the brain which physically block the dendrite receptors, rendering them unable to collect or dispense any critical knowledge while the person is faced with that particular stressor. However, endorphins like dopamine, the opposite of norepinephrine, can actually induce learning. These chemicals, known as “feel good” hormones open the receptors, figuratively, and allow for more information to flow faster and more freely. Knowing how different states of mind can affect and change the way we make connections can help students manage stress.
There are a few key stressors that community college students face on a daily basis that can effectively narrow the brain’s ability to acquire new information. Now, more than ever, technology has become an unnecessary, but unavoidable distraction in the classroom and away from the classroom. When a person is distracted, in any way, it renders their brain unfit to gather new knowledge from other stimulus. Personally, there has been a time or two that I have received some big news through text or otherwise that has left me unwilling to process any new information I might be learning in class. Once, I recall, a serious girlfriend I was seeing, left me. This was through text, and then on facebook where I saw she had changed her relationship status to single. I saw the facebook update before I got her text, and so not only was I furious, but confused all the same. It seems as though life is full of distractions though, and had I known what I know now, I might have turned my phone off at the beginning of class to stop the possibility of my being distracted. Another scholarly impediment that I am all too familiar with is moving away from where you are familiar. This is because, in my life, I’ve changed towns almost 10 times. When I was subjected to this, I remember, first, feeling lost and terribly lonely in my new surroundings. This was accompanied by having a totally new set of teachers with totally new teaching habits. When these were paired with having to remember new faces, and make new friends, the stress was overwhelming. If I had the information I know now, I would’ve taken better care to organize my scholastic life, and prioritize the lessons I was learning.
The brain is the most complex organ in the human body, and is a more powerful processor than even the latest computer system. This being said, our brains are wired in a way that can be as detrimental as it is useful. If one does not take good care of their information system, they can, indeed, lose that information. This mechanism is called pruning. The brain discards any information it does not use or any that is not prevalent in the person’s life. For my personal benefit, I found a way to get the most of my time using JMU's Toolbox by using the PATS system. P is for picking the right enviornment, A is for always reducing visual distractions. T is for trying to eliminate noise around you, and S is for self-talk to get through any distractions (JMU). Using what we know now, we are able to not only better understand brain composition, but also how to use it in day to day life in a way that is as natural as it is efficient.
Works Cited
-
(Smilkstein)- Smilkstein, Rita. We're Born to Learn: Using the Brain's Natural Learning Process to Create Today's Curriculum. Thousand Oaks, CA: Corwin, 2003. Print
-
-
(JMU)-"The Learning Toolbox - PATS." The Learning Toolbox - PATS. James Madison University. Web. 09 May 2016. <http://coe.jmu.edu/learningtoolbox/pats.html>.
-
For the Benefit of the Brain:
Using Personal Experience and Research to Understand the Human Mind